<?php
/**
 * <https://y.st./>
 * Copyright © 2018 Alex Yst <mailto:copyright@y.st>
 * 
 * This program is free software: you can redistribute it and/or modify
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 * but WITHOUT ANY WARRANTY; without even the implied warranty of
 * MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the
 * GNU General Public License for more details.
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 * along with this program. If not, see <https://www.gnu.org./licenses/>.
**/

$xhtml = array(
	'<{title}>' => 'Indexing conventions',
	'takedown' => '2017-11-01',
	'<{body}>' => <<<END
<img src="/img/CC_BY-SA_4.0/y.st./weblog/2018/09/16.jpg" alt="Intersection" class="framed-centred-image" width="649" height="480"/>
<section id="drudgery">
	<h2>Drudgery</h2>
	<p>
		My discussion posts for the day:
	</p>
	<blockquote>
		<p>
			True, the question does ask about two and three, but if you look, I have no number three.
			My #1 corresponds to the question&apos;s #2, and my #2 corresponds to the question&apos;s #3, so by comparing my #1 and my #2, I&apos;ve compared what the question was calling #2 and #3.
			The discrepancy comes from the fact that the assignment skipped zero when numbering, which isn&apos;t something I make a habit of doing.
		</p>
	</blockquote>
	<blockquote>
		<p>
			You make a great point about discrepancies between possible averages.
			I think I started out with about the same train of thought as you, but I quickly dismissed the missing data as irreversibly lost.
			You instead took it a bit further and found the complete possible range the average grade could have been, had the hypothetical professor not thrown out the precise grades.
			By finding that range, you&apos;ve showed us exactly how much data was lost.
			If we can&apos;t tell the difference between an 87% and a 65%, our view of the student&apos;s grades have become substantially blurred.
		</p>
	</blockquote>
</section>
END
);
